Real Life Examples

Picture a scene of innocent and eager little four and five year old children running into school to be educated by the all knowing teacher, then come back to the present. This used to be the situation, however over the last decade or so these so called 'innocent' children are teaching their teachers a thing or two, especially when it comes to technology and what it can do.

This situation can be very daunting for teachers. As at all levels of education, they face the challenge of how to integrate technology into the curricula without diminishing the learning process. Current software available to aid teachers in this journey is quite inadequate on many levels. Our research has shown that increasing the priority of the environmental factors, just one aspect of the learning process, present in such classrooms has the potential to significantly improve the software and its usability from the point of view of both the teacher and the learner.

The following is a brief description of issues which could be influential on the primary school classroom.

Maslow (1943)
• five types of need�Hierarchy of needs

• lower needs satisfied before higher order ones motivate

•"a satisfied need is no longer a motivator"

THE HIERARCHY

McGregor(1970)
"X" Theory & "Y" Theory

"X" Theory incorporates these assumptions:
• laziness
• threat of punishment
• avoids responsibility & seeks direction
•motivation occurs in Maslow's 1 & 2 levels only

"Y" Theory incorporates these assumptions:
• work is natural
• self-directed & controlled
• commitment to objectives
• rewards attached to achievement
• acceptance of responsibility
• motivation occurs in Maslow's 3,4 &5 levels only

Equity Theory - Adams(1965)

• Also known as the exchange theory as it is based on inputs & outputs
• Motivation related to feelings of fairness
• Input & output are comparable
• When lack of fairness is perceived one is motivated to rectify (various behaviours)

The School Environment:

Models of IT provision in the Primary School:

• Classroom
• Computer room

Teacher Motivation:

• Generally poor computer skills
• A resulting lack of confidence & motivation to utilise IT
• Poor introduction of IT facilities to schools
• Reluctance to substitute one form of education with a new one (validation)
• Tendency to incorporate new technology into an old approach to teaching

The Classroom structure:

• Contrived environment
• One room / one teacher / confines & limitations / outdated?
• Attempts to resolve�. group dynamic / project based tasks

Children's Natural Exuberance for Communication & Participation:

Observations:

• Observatios of play

• Authentic, intricate & meaningful interaction

• Lessons we can learn from children!

- We can harness and channel children's natural tendency towards fairness and disciplined structure towards constructive collaboration and authentic participatory learning.

IT...motivation for collaborative constructivism:

• self-motivatory

• motivation / novelty

• entertainment....certainly powerful / retain focus / reason for entertainment

• existing software...drill & practice

• need for creative programmes for manipulation by children themselves

Most teachers think that integrating technology means that you have to use the latest applications and effects. This is obviously not true. There are lots of possibilities well within our knowledge level and skill set.

The following are just some examples of how technology which most teachers are fimiliar with, Microsoft PowerPoint, can be used to enhance the learning experience for young children.

Difficult Spelling Presentation

Irish Grammar Sample Presentation

New Game Presentation

.....Ask Not What Your Software Can Do For You ....... !!!